Number
AS91671
Version
1
Page 1 of 3
Achievement Standard
Subject Reference
Lea Faka-Tonga 1.3
Title
Interact using spoken Lea Faka-Tonga to communicate personal
information, ideas and opinions in different situations
Level
1
Credits
Subfield
Languages
Domain
Lea Faka-Tonga
5
Assessment
Internal
Status
Registration
Status date
12 December 2013
Planned review date
31 December 2017
Date version published
12 December 2013
This achievement standard involves a range of interactions using spoken Lea Faka-Tonga
to communicate personal information, ideas and opinions in different situations.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Interact using spoken Lea
Faka-Tonga to
communicate personal
information, ideas and
opinions in different
situations.
 Interact using convincing
 Interact using effective
spoken Lea Faka-Tonga to
spoken Lea Faka-Tonga to
communicate personal
communicate personal
information, ideas and
information, ideas and
opinions in different
opinions in different
situations.
situations.
Explanatory Notes
1
This achievement standard is derived from the Learning Languages learning area,
Communication strand, Curriculum Level 6 of The New Zealand Curriculum, Learning
Media, Ministry of Education, 2007, and is related to the Ko e Fakahinohino ki he Lea
Faka-Tonga: The Tongan Language Guidelines (http://pasifika.tki.org.nz/Pasifikalanguages/Tongan) and the material in the Teaching and Learning Guide for
Languages, Ministry of Education at http://seniorsecondary.tki.org.nz.
2
Curriculum Level 6 includes the communication skills, language and cultural
knowledge needed to communicate personal information, ideas and opinions.
3
Definitions
Interact refers to a range of culturally appropriate spoken and gestural exchanges in
Lea Faka-Tonga. The interactions are to be for a given purpose and could be face to
face or technologically facilitated.
Number
AS91671
Version
1
Page 2 of 3
Interactions are characterised by:
 a genuine purpose
 negotiating meaning
 initiating and maintaining
 participating and contributing
 natural language
 using different language for different purpose(s)
 using conventions (e.g. cultural, courtesies, gestures)
 contextually appropriate language
 using simple interactive strategies such as fillers, questioning, thanking,
apologising, pausing, prompting, seeking clarification.
Not all characteristics may be evident in one interaction.
Interaction may be hindered in some places by inconsistencies in:
 language features
 understanding
 pronunciation
 intonation
 rhythm patterns
 delivery speed or audibility
 stress patterns
 tones.
Personal information includes opinions, ideas and information that relate to the
student’s life, and may include formal cultural responses.
Formal cultural responses refer to language and cultural responses in formal
situations and rituals (e.g. rituals and protocols around food, gift giving, different ways
of interacting with elders).
Different situations include a selection of transactional, social, conversational, formal,
cultural, and routine contexts.
Communicate personal information, ideas and opinions means to share information,
ideas and opinions that are relevant to the context (e.g. conversations about past and
future events, incidental social exchanges, short plays and unprepared interactions
on areas of most immediate relevance).
Areas of most immediate relevance refer to language related to basic personal
information and past, present and/or future experiences (e.g. family, shopping, local
area, events and activities).
Convincing spoken Lea Faka-Tonga refers to interaction showing use of a range of
language that is fit for the context and generally successful selection from a
repertoire of language features and strategies to support the interaction. Interaction
is not significantly hindered by inconsistencies.
Effective spoken Lea Faka-Tonga refers to interaction showing successful use of a
range of language that is consistently fit for the context and skilful selection from a
repertoire of language features and strategies to support the interaction. Interaction
is not hindered by inconsistencies.
Number
AS91671
Version
1
Page 3 of 3
4
At all times, the quality of the selection of interactions, considered as a whole, is
more important than the length.
5
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced unit standard 21580.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233